DRA 2 In K-1

Level 4, Page 2Page ge ox.said.looked.Page 6Momlookedbehindthechair.Page 7“Hereitis!”shesaid.ORAL READING, PERCENT OF ACCURACYCount the number of miscues that are not self-corrected. Circle the percent of accuracy basedon the number of miscues.Word Count: 54EMDEVINDADVNumber of Miscues5 or more43210Percent of Accuracy91 or less93949698100 If the student’s score falls in a shaded area, STOP! Reassess with a lower-level text. If the student is reading below the grade-level benchmark, administer DRA Word Analysis,beginning with Task 8, at another time.DRA2 K–3 Pearson Education, Inc. All rights reserved.Where Is My Hat? 4Where Is My Hat?Teacher Observation Guide28

Where Is My Hat?Level 4, Page 33. COMPREHENSIONRETELLINGAs the student retells, underline and record on the Story Overview the information included inthe student’s retelling. Please note the student does not need to use the exact words.T: Close the book, and then say: Start at the beginning, and tell me what happened in this story.Story OverviewBeginning1. Ben said, “Where is my hat?”Middle2. He looks under the bed, and says, “It is not here.”3. Mom looks in the closet and says, “It is not here.”4. Ben looks in his toy box and says, “It is not here.”5. Mom looks behind a chair and . . .End6. Mom finds the hat behind a chair with the dog lying on it.7. Mom says, “Here it is!” and puts the hat on Ben.If the retelling is limited, use one or more of the following prompts to gain further information.Place a checkmark by a prompt each time it is used.oooooTell me more.What happened at the beginning?What happened before/afterWho else was in the story?How did the story end?(an event mentioned by the student)?DRA2 K–3 Pearson Education, Inc. All rights reserved.REFLECTIONRecord the student’s reponses to the prompts and questions below.T: What part did you like best in this story? Tell me why you liked that part.MAKING CONNECTIONSNote: If the student makes a text-to-self connection in his or her response to the above prompt,skip the following question.T: What did this story make you think of? or What connections did you make while reading this story?29Where Is My Hat? 4Teacher Observation Guide

Level 4, Page 44. TEACHER ANALYSISORAL READINGIf the student had 4 or more different miscues, use the information recorded on the Record ofOral Reading to complete the chart below.Student problem-solves words using:o pictureso beginning letter/soundo letter-sound clusterso onset and rimeo blending letters/soundso rereadingo no observable behaviorsNumber of miscues self-corrected:Number of miscues not self-corrected:Number of words told to the student:Miscues interfered with meaning:o nevero at timeso oftenMiscues included:o omissionso insertionso substitutions that wereo visually similaro not visually similarCopy each substitution to help analyze the student’s attention to visual information.e.g., couch (substitution)chair (text)DRA2 Continuum Circle the descriptors that best describe the student’s reading behaviors and responses.1. Use your daily classroom observations and the student’s responses to the ReadingEngagement questions to select statements that best describe the student’s level ofReading Engagement.2. Use your recorded observations from this assessment to select the statements that bestdescribe the student’s Oral Reading Fluency and Comprehension. Add the circled numbers to obtain a total score for each section. Record the total scores at the top of page 1.Note: If the Comprehension score is less than 19, administer DRA2 with a lower-level text.DRA2 K–3 Pearson Education, Inc. All rights reserved.Where Is My Hat? 4Where Is My Hat?Teacher Observation Guide30

Name/DateLevel 4, Page 5Teacher/GradeLEVEL 4Where Is My Hat? 4DRA2 CONTINUUMEARLY READEREMERGINGDEVELOPINGINDEPENDENTADVANCED1 Selects new texts fromidentified leveled sets withteacher support; uncertainabout a favorite book2 Selects new texts fromidentified leveled sets withmoderate support; tellsabout favorite book ingeneral terms3 Selects new texts fromidentified leveled sets mostof the time; identifiesfavorite book by title andtells about a particular event4 Selects a variety of newtexts that are “just right”;identifies favorite book bytitle and gives an overviewof the book1 Sustains independentreading for a short period oftime with muchencouragement2 Sustains independentreading with moderateencouragement3 Sustains independentreading for at least 5minutes at a time4 Sustains independentreading for an extendedperiod of time46Reading EngagementBook SelectionSustained ReadingScore23578Oral Reading Fluency1 Reads word-by-word2 Reads word-by-word withsome short phrases3 Reads in short phrasesmost of the time4 Reads in longer phrasesat times1 Self-corrects no miscues2 Self-corrects at least 13 Self-corrects 2 or moremiscue and neglects to self- miscues or only makes 1correct other miscuesuncorrected miscue4 Self-corrects miscuesquickly or reads accuratelyProblem-SolvingUnknown Words1 Stops at difficulty, relyingon support to problem-solveunknown words; 3 or morewords told by the teacher2 At difficulty, initiates3 At difficulty, uses 1 or 2problem-solving of a fewcues to problem-solveunknown words; 1 or 2 words unknown wordstold by the teacher4 At difficulty, uses multiplecues to problem-solveunknown wordsAccuracy1 91% or less2 93%4 4 5 63 94%–96%7 8 9 1011 12 13 1415 161 Comments briefly abouteach event or action onlywhen prompted or isuncertain2 Identifies and commentsbriefly about each event oraction with some prompting3 Identifies and connects atleast 3 key events withoutprompting; some relevantvocabulary4 Identifies and connects atleast 4 key events withoutprompting; relevantvocabulary1 Includes only 1 or 2events or details (limitedretelling)2 Includes at least 3events, generally in randomorder (partial retelling)3 Includes most of theimportant events from thebeginning, middle, and end,generally in sequence4 Includes all importantevents from the beginning,middle, and end in sequenceComprehensionPreviewingDRA2 K–3 Pearson Education, Inc. All rights reserved.Retelling:Sequence of EventsRetelling:Characters and Details1 Refers to characters2 Refers to charactersusing general pronouns; may using appropriate pronouns;include incorrect information includes at least 1 detail;may include somemisinterpretation3 Refers to most characters 4 Refers to all characters byby name and includes some name and includes most ofimportant detailsthe important detailsRetelling:Vocabulary1 Uses general terms orlabels; limitedunderstanding of keywords/concepts2 Uses some language/vocabulary from the text;some understanding of keywords/concepts3 Uses language/vocabulary from the text;basic understanding of mostkey words/concepts4 Uses importantlanguage/vocabulary fromthe text; good understandingof key words/conceptsRetelling:Teacher Support1 Retells with 5 or morequestions or prompts2 Retells with 3 or 4questions or prompts3 Retells with 1 or 2questions or prompts4 Retells with no questionsor promptsReflection1 Gives an unrelatedresponse, no reason foropinion, or no response2 Gives a limited responseand/or a general reason foropinion3 Gives a specific storyevent/action and a relevantreason for response (e.g.,personal connection)4 Gives a response andreason that reflects higherlevel thinking (e.g.,synthesis/inference)1 Makes an unrelatedconnection, relates an eventin the story, or gives noresponse2 Makes a connection thatreflects a limitedunderstanding of the story3 Makes a literal connection 4 Makes a thoughtfulthat reflects a basicconnection that reflects aunderstanding of the storydeeper understanding of thestory7 8 9 10 11 12 1314 15 16 17 18Making ConnectionsScore19 20 21 22 23 24 25Choose three to five teaching/learning activities on the DRA2 Focus for Instruction on the next page.26 27 2831

Where Is My Hat?Level 4, Page 6DRA2 FOCUS FOR INSTRUCTION FOR EARLY READERSREADING ENGAGEMENTBook Selectiono Provide guided opportunities to select familiar storieso Model and support how to select “just right” new textsfor rereadingfor independent readingo Model and discuss why readers have favorite booksand authorsSustained Readingo Model and support the use of sustained reading timeo Create structures and routines to support buddyo Create structures and routines to support reading atreadinghomeCOMPREHENSIONPreviewingo Support creating a story from the illustrationso Model and support previewing a book before reading,during read-aloud and shared reading experiencesRetellingo Model the retelling of familiar storieso Teach the elements in a good retellingo Demonstrate how to create and use story maps too Support retelling a story in sequenceo Encourage student to use characters’ names whenaid retellingo Support using key language/vocabulary from the textretelling a storyin a retellingORAL READING FLUENCYPhrasingo Encourage student to read in phrases during sharedreadingo Show how words are grouped into phrases in bigbooks and poetry chartso Support rereading familiar texts to build fluencyMonitoring/Self-Correctionso Support one-to-one matching as a means to selfoooomonitorModel and teach how to use known words as a meansto self-monitorModel and support confirming and discounting wordchoice using meaning, language, and visualinformationDemonstrate and teach how to read for meaning, selfcorrecting when a word doesn’t make sense or soundrightModel and teach how to monitor visual information,self-correcting when a word doesn’t look rightReflectiono Support and reinforce student’s response to booksduring read-aloud, and shared and guided readingexperienceso Help student identify favorite part of bookso Provide opportunities to select a favorite book, toy,TV show, etc., and tell why it is a favoriteo Demonstrate how to give reason(s) for one’s opinionMaking Connectionso Model and teach how to make text-to-self connectionso Model and support how to make text-to-textconnectionsOTHERProblem-Solving Unknown Wordso Model and support using beginning letter(s)/sound(s),sentence and/or story structure, as well as meaning(illustrations and background knowledge) to problemsolve unknown wordso Teach how to take words apart (onset and rime) toproblem-solve unknown wordsDRA2 K–3 Pearson Education, Inc. All rights reserved.Where Is My Hat? 4Teacher Observation Guide32

Page 4Mama was giving Maria a bath.So Mama was too busy to play withRobert. Robert felt left out. Mama wastaking care of his baby sister.Page 5Papa was feeding Maria.So Papa was too busy to read toRobert. Robert felt left out. Papa wastaking care of his baby sister.Page 6One day Maria cried and cried.Mama couldn’t make Maria stop crying.Page 7Robert went over to his baby sister,Maria. He put his finger in her hand.Maria stopped crying and smiledat Robert.Page 8Robert smiled back at Maria.For the first time he liked his babysister. He was happy. Robert told Mamahe would take care of Maria, too.

Teacher Observation GuideLevel A, Page 1Teacher/GradeScores:Reading Engagement /9Independent Range:8–9Oral Reading /98–9Printed Language Concepts /661. READING ENGAGEMENTT: Who reads with you or to you at home?T: Tell me about one of your favorite books.2. ORAL READINGINTRODUCTION AND PREVIEWT: This book is called Can You Sing? Let’s read it together and find out who can sing. I’ll read some of thestory to you. As I read, I will point to each word with my finger. Watch and listen. Point to each word asyou read pages 2–5.T: Turn to page 6. Say: Now, I’ll point to and read what the bird says. You point to and read what theother animals say.Continue to read what the bird says, and have the student point to and read what the otheranimals say. Note the student’s ability to hold/control the book and turn the pages.RECORD OF ORAL READINGRecord the student’s oral reading behaviors on the Record of Oral Reading below.Page 7“No.”Page 9“No.”DRA2 K–3 Pearson Education, Inc. All rights reserved.Page 11“No,no.”Page 13“No.”“No.”“No.”Page 15“Yes!Yes!Yes!”1Can You Sing? AName/DateCan You Sing?

Can You Sing?Level A, Page 23. TEACHER ANALYSISORAL READING, PERCENT OF ACCURACYCount the number of miscues that are not self-corrected. Circle the percent of accuracy basedon the number of miscues.Word Count: 10EMDEVINDNumber of Miscues3 or more210Percent of Accuracy70 or less8090100 If the student’s number of miscues is 1 or less, continue the assessment with a Level 1 text. If the student’s number of miscues is 2 or more, STOP!1. Circle the descriptor in each row of the DRA2 Continuum that best describes the student’sreading behaviors and responses. Add the circled numbers to obtain a total score for each section. Record the total scores at the top of page 1.2. Use the student’s profile of reading behaviors to identify instructional needs.3. Administer DRA Word Analysis, beginning with Task 1, at another time.DRA2 CONTINUUMLEVEL AEMERGENT READERSDEVELOPINGEMERGINGINDEPENDENTReading EngagementLiteracy SupportFavorite BookBook-Handling Skills1 No response or is uncertain2 Names at least one person whoreads with him or her at home3 Names several people who readwith him or her at home1 No response or is uncertain2 Tells something about a favoritebook3 Gives title and shares somespecific details about favorite book1 Relies on others to hold and turnpages of a book2 Holds and/or turns pages of abook when prompted3 Holds and turns pages of a bookindependentlyScore3456789Oral Reading1 Detects no miscuesMonitoring/Self-Corrections2 Self-corrects at least 1 miscueand neglects to self-correct othermiscues3 Self-corrects 2 or more miscues orreads accurately (no miscues or selfcorrects all miscues)Use of Cues1 Often neglects cues (e.g., pictures, 2 Uses cues (e.g., pictures, sentence 3 Uses cues (e.g., pictures, sentencesentence pattern, visual information) pattern, visual information) at times pattern, visual information) most ofthe timeAccuracy Rate1 70% or lessScore2 80%343 90%–100%56789Printed Language ConceptsDirectionalityOne-to-One CorrespondenceScore21 No/little control of directionality2 Inconsistent control ofdirectionality3 Controls directionality1 Slides finger; no one-to-one match2 Points to words; inconsistentone-to-one match3 Points to words; consistentone-to-one match23456DRA2 K–3 Pearson Education, Inc. All rights reserved.Can You Sing? ATeacher Observation Guide

Running Record Recording Symbols and ScoringChild’s ResponseSymbols to recordDescription/ScoringCorrect responseScoringWrite a tick or check over words toindicate the words were read correctly.No errorRecord a dash above the omittedword (s).If a line or sentence is omittedeach word is one error (if pages areomitted make a note but they arenot counted as errors – deduct thenumber of words from the wordstotal before calculation)One errorOmissionWrite what the child says over thewritten word.SubstitutionAttempt(record all attempts)Record all attempts with a check if theysay it correctly or a substitution if it iswrongOne error if they do not readcorrectly the word after theirattemptsUse a caret and add the inserted wordOne errorUse an R to indicate a repetition and usean arrow to point to where the childreturned if they repeated a group ofwordsNo errorInsertionRepetitionIf go back and repeat a whole lineAppeal for helpTeacher pronouncedSelf-correctionora wordUse R over the word only if a word wasrepeated only (R, R1, R2 etc. if repeatedmultiple times)Record an A over the word andencourage them to try it. Record theirattempt. You can then give them theword if their attempt is unsuccessfulRecord a T to indicate you provided theword after an appeal and their attemptRecord the spoken word over thewritten word with SC for self correctafter itOne errorOne errorNo errorCompiled using Running Records for Teachers by Marie Clay by Jeanne Pow

Analyzing a Running Record and Planning InstructionWhat information are they using?What does it look like?How do you know?How can you guide the reader to use it when they arenot using this source?Analyzing ErrorsMeaning Cues:Does the miscue sense?woodsThere are many trees in the forest.Did the meaning of the text have animpact on the child’s reading? Pictures andinformation taken from them areconsidered meaning cues.Structure Cues:Does the miscue sound right(syntax)?Did the child read the sentence in agrammatical and linguistically reasonablemanner? In other words, does it makesense as a sentence in English? If therewas a substitution, for example, did he orshe substitute a proper part of speech?Visual Cues:Does the miscue look close to thewritten word?This is also called graphophonic information.What did the word look like? Did thestudent look at the word and make anattempt based on how it appears? Did heor she use a beginning or ending letter? Acluster of letters?MSVThis reader substituted forest for woods. They are using meaning because itstill makes sense and they are using structure because it is grammaticallycorrect. They need use the visual cues (see the prompts below for visual). eating.The boy is playing. MSVPretend the example above is from a page with a picture of a boy playing.But the child says eating. He or she is using structure but not using meaningor visual cues. (see the prompts for meaning and visual cues)poorI swim in the pool.MS V This child substituted pool for poor. This does not make sense or sound rightbased on grammar and the syntax of the English language. However, thewords look similar so the child is using visual cues. (see prompts for meaningand structure cues) Analyzing self corrections:What extra information did thereader use/add to self-correct?Analyzing Self CorrectionsSelf-Correction:poorpoor/scI swim in the pool M S VI swim in the pool.M S VThis child substituted pool for poor. Then self corrected using meaning andstructure.Error: You said Does that make sense?Look at the picturesWhat happened in the story when ?Try that

1.Reading Engagement 2.Oral Reading Fluency 3.Evaluation of Comprehension and Printed Language Concepts* 4.Teacher Analysis Recommended Benchmarks Kindergarten Recommended Benchmarks 1st Grade Recommended Benchmarks Time Proficient/ Independent Instructional Fall A Pre-A Mid-Year 2-3 1 Spring 4 2-